The Application of Transfer-Appropriate Processing for Enhancing Reading Comprehension of Chinese High Schoolers

Abstract

Improving reading comprehension via proper reading skills is crucial to English learning. Nevertheless, the dearth of educators on reading strategies and other factors poses a challenge to the long-range development of high school students’ ability of reading comprehension. Transfer-appropriate processing (TAP) is highly consistent with advancing high schoolers’ comprehensive application of English, but its introduction into practice has been an under-investigated domain. In light of this, the present study offers some TAP-based pedagogical recommendations for learning and teaching to facilitate reading comprehension. It is broken down into vocabulary memorization and text understanding. TAP states that three factors--the level of processing and the uniformity of activities and situations during memory encoding and retrieval--will modify memory performance. Generating questions involving intensive contemplation boosts the grasp of reading resources; employing initial tests (retrieval practice) and engaging in congruent physical activities during encoding and retrieval aid in nurturing enduring vocabulary retention. Educators and learners may integrate the aforementioned strategies into practice.